The aim of this study is revealing the strategies used by 5th-grade students in comparing fractions. In line with this purpose the study is based on qualitative research. Participants of the study conducted with convenient sampling method are seventy 5th-grade students. The students have been asked six questions which necessitate comparison of fraction pairs, considering the sample questions included in mathematics textbook within the limitations of 5th-grade gains on fractions. In addition, for the purpose of revealing the strategies of students in comparing fractions in more detail, face-to-face interviews are held with ten students. The students interviewed have been selected from among those who use different strategies, apply the rules and make faulty reasoning. In order to ensure the validity and reliability of the research, research data are checked by another researcher and similar themes and categories to the ones found by the researcher are reached. Collected data are analyzed by using content analysis and the strategies that the students use in comparing fractions are tried to be determined. As a result of the analyses, it is seen that students mostly prefer "Applying the Rules" where they use procedural information. It is determined that the number of students who prefer "Strategy Development and Discovery" which require conceptual comprehension is less than others. The findings show that consideration of conceptual and procedural comprehension in comparing fractions and not imposing rules on students and ensuring the students reach the rule is important. [This work was presented as an oral presentation at the international primary school teaching symposium (USOS-2018, Ankara).]